Abstract:

Scientific psychological studies indicate the influence of physical culture and sports on the development of the personality of an athlete and a sportsman with normal health. The importance of physical culture and sport in the self-determination of a person is established. Sport is important for an adequate self-esteem of a person, for the development of personal reflection and in the formation of communication skills.

However, there is a little robust academic analysis of the development of the personality of a disabled person during adaptive physical education and adaptive sports. Exceptions are studies on disabled judokas. They revealed that judo classes increase the self-respect of people with disabilities and form a positive self-esteem of their own personality. Studies in inclusive education prove that children with limited health, including those with disabilities, are exposed to various stressors and need psychological tools to stabilize their personality.

Scientists who are looking for a connection between the physical activity of people with disabilities and their personality variables, such as self-efficacy, speak of an insufficient level of research on this problem. This is a difficult problem. Now scientific research is connected with the search for options for the physical rehabilitation of people with disabilities and the creation of the material and technical base for this work.

Thus, the problem of the correlation between the physical activity of people with disabilities and their personal reserves has not yet been studied. But this problem is very relevant. This problem is of great practical importance for the development of adaptive physical education and sports in the context of the educational environment in higher education in situations.

In our study, we found out the potential of such a means of educating the personality of a student with a disability as a case method. This method is widely used in the training and education of students with normal health, but it is practically not used in the education of students with disabilities. We have created special training cases, which showed the personal reserves of people with disabilities, manifested in sports competitions. As a material for training cases, real life situations were chosen in which sport contributed to the development of the personality of the disabled person and his achievement of sports and social successes. Using the autobiographic method, we identified problems in the formation of a positive attitude towards physical education and sports for people with disabilities. These people did not consider adaptive physical education and sports as reserves of their professional and personal development. The use of the case method had a positive impact on the development of the personality of students. This allowed them to assess the role of physical culture and sport in their personal development more consciously.

Acknowledgements:
This work was financially supported by the Russian Foundation for Basic Research grant N 20-013-00020 A “Physical education and sport as predictors of the formation of anti-victim identity for people with limited and normal health”.

Keywords:

Disabled person, students with disabilities, adaptive sport, adaptive physical education, case method.